Exam wrappers exposing students to learning research change study strategies
Conference Year
January 2022
Abstract
First year STEM students vary in both foundational knowledge of the material and metacognitive behavior regarding their study strategies. It is common for students to use passive learning methods of re-reading rather than active learning methods such as forced recall. Faculty traditionally employ mid-semester wrappers for self-reflection in an effort for students to guide themselves towards more effective learning methods. We enhanced these mid-semester exam wrappers by requiring readings of brief on-line blogs about learning. Our evaluation question asks if exposing students to information about the efficacy of different study strategies changes their habits.
Primary Faculty Mentor Name
Linden Higgins
Status
Undergraduate
Student College
College of Arts and Sciences
Program/Major
Biological Science
Primary Research Category
Social Sciences
Exam wrappers exposing students to learning research change study strategies
First year STEM students vary in both foundational knowledge of the material and metacognitive behavior regarding their study strategies. It is common for students to use passive learning methods of re-reading rather than active learning methods such as forced recall. Faculty traditionally employ mid-semester wrappers for self-reflection in an effort for students to guide themselves towards more effective learning methods. We enhanced these mid-semester exam wrappers by requiring readings of brief on-line blogs about learning. Our evaluation question asks if exposing students to information about the efficacy of different study strategies changes their habits.